【新教材】译林版（2024）八年级上册英语Unit 4 Hands-on fun单元课时教案

第第页【新教材】译林版（2024）八年级上册英语Unit4Hands-onfun单元课时教案单元整体教学设计单元主题本单元主题为“Hands-onfun”（动手的乐趣），属于“人与自我”范畴，涉及“生活与劳动”主题群，聚焦“动手实践、DIY与创造力”子主题。单元内容分析本单元围绕“动手的乐趣”这一主题展开，由七个板块组成。单元首页明确四项学习目标：阅读一个男孩做DIY的故事、了解不同类型的动手活动、描述自己制作东西的经历、更好地理解和享受自己动手制作东西的乐趣。Welcometotheunit板块围绕“DIY活动”展开，通过图片匹配活动呈现makingmooncakes、paintingawall、makinglanterns、puttingtogetherashelf等常见DIY活动，并通过课堂对话示范如何谈论自己想做的东西（所需材料、制作步骤等），激发学生对“动手制作”话题的兴趣。Reading板块为一篇关于Suzy的表哥Andrew痴迷DIY的故事。Andrew并非天生能手——他曾因换灯泡导致整栋房子断电、因挂画打到水管导致房间淹水，但他没有放弃，通过阅读DIY书籍和参加在线课程不断提升技能，最终为Suzy制作了书架、自己制作了落地灯。文章采用“总—分—总”结构，按时间顺序展开，使用一般过去时叙述。语篇后附有事件排序、细节理解和词汇巩固等任务。本板块分两课时教学，第一课时侧重语篇输入、信息梳理与主旨理解，第二课时侧重语言内化、结构分析与表达输出。Grammar板块包含两个语法项目。A部分围绕“祈使句”展开，通过组装书架的对话呈现祈使句的肯定形式（Let‘s.../Please.../Makesure...）和否定形式（Don’t...），并配有指令写作练习。B部分围绕“should和hadbetter”展开，通过粉刷鸟箱的对话呈现should/shouldn‘t和hadbetter/hadbetternot表建议的用法，并配有建议匹配和写作练习。WordPower呈现前缀un-、in-、im-用于构成形容词反义词的构词法（如lucky→unlucky，correct→incorrect，possible→impossible），通过填空练习巩固运用。该板块整合至Grammar课时末尾教学。Integration板块整合多项技能，分为两课时教学：第一课时聚焦IntegrationA-C，包含阅读（扎染工艺介绍）、听力（扎染工作坊指南、Amy和James在家制作东西的经历）和计划填空（Amy的博客），侧重听说读技能整合与DIY活动体验；第二课时聚焦IntegrationD，专项开展写作教学，围绕“一次DIY经历”主题，借助调查问卷、范文和写作指导，引导学生完成日记写作。Assessment板块包含学生自我评价量表，从四个维度（复述学生自己动手制作东西的故事、正确使用祈使句和should/hadbetter及前缀un-/in-/im-、谈论和写作制作东西、理解动手活动的重要性）引导学生反思单元学习成果。Furtherstudy推荐学生在线搜索感兴趣的DIY项目视频，尝试制作并分享经验。两个板块均不单独占用课时，由学生在课后自主完成。七个板块从“认识DIY活动”到“阅读DIY故事”，从“学习指令与建议表达”到“描述DIY经历”，构成“感知→理解→内化→整合→表达”的完整学习链。体现单元核心素养综合表现的重点语言表达如下。【描述DIY步骤】First,twistapieceofclothandtieitwiththread.Next,puttheT-shirtintoabigbowlofbluedye.Then,takeitoutandletitdryinthesun.Finally,untieitandseetheamazingpatterns.【祈使句——发出指令】Let’sputthepiecesofwoodtogether.Pleasehandthetoolstome.Makesurepiecesofthesamesizeareinthesamegroup.Don‘tmixthemup.【should和hadbetter——给出建议】Youshouldmixthepaintwell.Youshouldn’tgotoofast.You‘dbettercleanthebirdboxfirst.You’dbetternotgettoomuchpaintonthebrush.【描述DIY经历与感受】I’mcrazyaboutDIY.Isometimesmakemistakes.Ittookalotofwork,butnowitlooksgreat!Wefeltveryproudandhappy.【前缀un-/in-/im-——构成反义词】lucky→unlucky,correct→incorrect,possible→impossibleusual→unusual,complete→incomplete,polite→impolite单元教学目标教学目标对应板块/课时本单元学习后，学生能够：1.了解常见的DIY活动，谈论自己想做的东西和所需材料，初步感受动手制作的乐趣。Welcometotheunit图片、对话阅读Andrew痴迷DIY的成长故事，获取和梳理他从不擅长到擅长的过程，理解坚持学习和实践的重要性。Reading音频、图片、故事文章深入理解祈使句的肯定与否定形式、should和hadbetter表建议的用法，掌握前缀un-、in-、im-的构词法，在描述制作过程和给出建议的语境中内化其用法。Grammar&WordPower表格、对话、短文读、听关于扎染和DIY活动的材料，获取关键信息，思考并表达DIY活动的步骤和乐趣。IntegrationA-C音频、短文、对话、博客综合运用话题词汇、祈使句和顺序连接词，撰写一篇关于自己DIY经历的日记，增强动手实践和记录生活的意识。IntegrationD提纲、范文、写作板块教学设计Welcometotheunit语篇研读主题和内容：本课语篇属于“人与自我”范畴下“生活与劳动”主题群。PartA为四幅DIY活动图片与对应活动名称的匹配任务，呈现makingmooncakes、paintingawall、makinglanterns、puttingtogetherashelf四种常见DIY活动。PartB为Millie与Suzy关于“制作纸玫瑰”的对话，涉及所需材料（colouredpaper,tape/glue,scissors）和分工合作（foldpaper,cutflowershapes,tape/gluepiecestogether），示范如何用英语谈论DIY活动。意义和价值：通过图片匹配和对话，帮助学生了解常见的DIY活动及相关词汇，感知“动手制作”的乐趣。PartB对话为后续谈论DIY经历提供了语言示范（Whatdoyouneedtomakethem?CanImake...withyou?Whenourjobiscomplete...）。方式和方法：PartA采用“图片+活动名称”匹配形式，直观呈现DIY活动，激活学生已有经验。PartB为日常对话语体，运用Whatareyougoingtodo?、Thatsoundsfun.、Whatdoyouneed?、CanI...withyou?等表达，示范如何讨论DIY计划、所需材料和合作意向。教学设计Period1:WelcometotheunitTopic:JustmakeitLearningobjectivesBytheendofthisperiod,studentswillbeableto:IdentifycommonDIYactivitiesandmatchthemwithpictures.Usethetargetexpressionstotalkaboutwhattheywouldliketomakeandwhatmaterialstheyneed.Developinterestinhands-onactivitiesandunderstandthebasicstepsofmakingthings.TeachingfocusUnderstandingthenamesofcommonDIYactivities.UsingthedialoguemodeltodiscussDIYplansandmaterials.TeachingdifficultyUsingappropriateexpressionstodescribematerialsandsteps.ExpressinginterestandwillingnesstoparticipateinDIYactivities.TeachingproceduresRevisionLead-inActivity1:“DIYShowandTell.”Theteacherbringsorshowspicturesofthreesimplehandmadeitems(apapercrane,apaintedstone,afoldedpaperfan).Theteacherasks:“Haveyouevermadeanythinglikethesebyyourself?”Theteacherthenasks:“Whatdidyoumake?Whatdidyouneed?”2-3studentssharebriefly.Theteachersays:“Todaywearegoingtotalkaboutmakingthingsbyourselves—DIY!”设计意图：用手工实物或图片快速激活学生的DIY经历，让有经验的学生分享，引发共鸣，自然引出DIY话题。效果评价：观察学生是否有DIY经验，能否说出简单的材料和成品名称。PresentationActivity2:Matchandlearn—DIYactivities.StudentslookatthepicturesinPartAandmatchthemwiththecorrectactivities.Theyworkindividually,thencheckinpairs.Theteachercheckswiththewholeclassandhelpspronouncedifficultwords(lanterns,shelf).Theteacherthenasks:“WhichoftheseDIYactivitieshaveyoudoneorwouldyouliketotry?”设计意图：通过匹配任务呈现常见DIY活动的英文表达，帮助学生建立图片与词汇的对应关系，激活已有经验。效果评价：观察学生匹配的正确率和能否用英语表达自己的偏好。Activity3:Listenandunderstand.StudentslistentothePartBdialoguebetweenMillieandSuzyandanswer:“Whataretheygoingtomake?Whatmaterialsdotheyneed?”(Paperroses;colouredpaper,tapeorglue,scissors.)Theteacherhighlightskeyexpressions:“Whatareyougoingtodo?”,“Thatsoundsfun.”,“Whatdoyouneedtomakethem?”,“CanImake...withyou?”设计意图：通过听力获取对话中的关键信息（制作物品和所需材料），感知谈论DIY计划的交际表达。效果评价：观察学生能否准确回答问题并提取关键表达。PracticeActivity4:Dialogueanalysisandrole-play.Studentsreadthedialogueandidentifythefourparts:(1)askingabouttheplan,(2)expressinginterest,(3)askingaboutmaterials,(4)offeringtojoin.Studentspractisethedialogueinpairs,thencreatetheirownversion,replacing“paperroses”withanotherDIYactivityandchangingthematerialsaccordingly.Theteacherprovidesawordbankontheboard:“paperlanterns—colouredpaper,glue,scissors/abirdbox—wood,nails,hammer/cookies—flour,sugar,butter,eggs.”设计意图：通过分析对话结构帮助学生理解谈论DIY计划的交际框架，通过替换练习巩固语言运用。效果评价：观察学生能否准确使用目标表达进行对话替换。Activity5:Classsurvey—“DIYIwanttotry.”Studentswalkaroundandaskthreeclassmates:“WhatDIYactivitywouldyouliketotry?Whatdoyouneed?”Theyrecordtheanswersinasimpletable.Theteachercollectsresponsesandcreatesaclass“Top3DIYactivities”listontheboard.设计意图：用“班级调查”活动将语言运用与真实交流结合，提高课堂参与度，让学生在交际中巩固目标表达。效果评价：观察学生能否用英语进行调查并记录信息。Ifstudentshavedifficultycreatingnewdialogues,theteachercanmodeloneexamplewithadifferentactivityfirst,thenletthempractiseinpairs.ProductionActivity6:Mini-presentation—“MyDIYplan.”StudentschooseoneDIYactivitytheywouldliketotryandwriteashortparagraph(3-4sentences):whattheywanttomake,whatmaterialstheyneed,andwhotheywouldliketodoitwith.Theysharewithapartner,and2-3studentspresenttotheclass.设计意图：从口头对话过渡到书面表达，引导学生将所学语言用于表达个人DIY计划，实现个性化产出。效果评价：观察学生能否组织清晰的DIY计划并正确使用目标词汇。SummaryTheteacherasks:“WhatDIYactivitiesdidwelearntoday?WhatmaterialsdoweneedforDIY?”Studentssharebriefly.Theteacherconcludes:“Makingthingsbyyourselfisfunandcreative.Let’sexploremoreDIYideasinthisunit.”设计意图：回顾本课核心内容——DIY活动名称和所需材料表达，强化单元主题。效果评价：观察学生能否说出至少三种DIY活动名称。HomeworkBasic:ReadthePartBdialoguealoud3times.Finishtheexercisesintheworkbook.Extended:FindapictureofaDIYprojectyouwouldliketotryandwrite3sentencesaboutit(whatitis,whatmaterialsyouneed,whyyouwanttotryit).BlackboarddesignUnit4Hands-onfunWelcometotheunit:Justmakeit!DIYActivities:makingmooncakes/paintingawall/makinglanterns/puttingtogetherashelfpaperroses/paperlanterns/abirdbox/cookiesTalkingaboutDIY:Whatareyougoingtodo?Thatsoundsfun.Whatdoyouneedtomakethem?CanImake...withyou?Materials:colouredpaper,tape,glue,scissors,wood,nails,hammer,flour,sugar,butter,eggs教学反思Activity5的“班级调查”活动有效调动了学生的参与积极性，但部分学生在提问时只关注了“what”而忽略了“whatmaterials”。后续可在调查表中增加“Materials”一栏，并提示学生在提问时使用“Whatdoyouneed?”，确保目标表达的完整运用。Activity6的写作中，部分学生内容较为简单，缺乏对DIY步骤的描述。后续可提供简单框架（“Iwanttomake...Ineed...Iwillmakeitwith...Ithinkitwillbe...”），帮助学生组织更完整的内容。Reading语篇研读主题和内容：本课语篇为Suzy撰写的关于她表哥Andrew的文章。Andrew痴迷于DIY，喜欢在家制作或修理东西。但他并非天生能手——换灯泡导致整栋房子断电，挂画打到水管导致房间淹水。他并未放弃，通过购买DIY书籍和参加在线课程不断提升技能。后来他为Suzy制作了书架，还自己制作了一盏落地灯。文章展现了Andrew从不擅长到擅长的成长过程，以及DIY带来的乐趣和成就感。意义和价值：通过Andrew的DIY成长故事，向学生传递“技能可以通过学习和实践获得”的积极信息——失败不可怕，坚持学习和实践终能进步。文章激励学生勇于尝试动手制作，不怕犯错，在错误中学习成长。方式和方法：文章采用“总—分—总”结构，按时间顺序（过去失败→学习提升→现在成功）展开。运用一般过去时叙述事件，使用连接词（However,Instead,Now）组织段落衔接。文章后附有事件排序、细节理解和词汇巩固等任务，形成完整的阅读教学闭环。教学设计【Reading(1)】Period2:Reading(1)Topic:DIYmadeeasyLearningobjectivesBytheendofthisperiod,studentswillbeableto:ExtractkeyinformationaboutAndrew‘sDIYexperiencesfromthearticleandsequencetheeventsincorrectorder.Useskimmingandscanningskillstolocatespecificinformationandanswercomprehensionquestions.UnderstandAndrew’sgrowthfromaclumsybeginnertoaskilledDIYerandidentifythequalitiesthathelpedhimimprove.TeachingfocusExtractingkeyinformationandsequencingtheevents.UnderstandingAndrew‘sDIYjourneyandthelessonslearned.TeachingdifficultyUnderstandingthesequenceofeventsandtheircause-and-effectrelationships.Inferringpersonalqualitiesfromthestory.TeachingproceduresRevisionLead-inActivity1:“DIYdisasterorDIYsuccess?”Theteacherasks:“Haveyouevermadeamistakewhenyouweremakingsomething?Whathappened?”Studentssharebriefly.Theteacherthenasks:“Ifyoumadeamistake,didyoustoptryingorkeepgoing?”Studentsvotebyraisinghands.Theteachersays:“Todaywe’llreadaboutaboywhomadebigmistakesinDIY—buthedidn‘tstop.Let’sfindoutwhathappened.”设计意图：通过让学生分享自己的DIY失败或成功经历，建立情感连接，引发对“犯错后是否坚持”的思考，自然导入阅读主题。效果评价：观察学生能否主动分享个人经历，能否对“坚持与否”做出选择。Pre-readingActivity2:“Pictureprediction—What’sthestoryabout?”Theteachershowsfourpictures(orsimplesketches)ontheboard:(1)apersonreadingbooks,(2)alightbulbwithapowercutsymbol,(3)awaterpipeburstingwithwater,(4)apersonholdingashelf,(5)apersonholdingafloorlamp.Studentsworkinpairsanddiscuss:“Lookatthesepictures.Whatdoyouthinkthepersoninthestoryistryingtodo?Whatproblemsmighthehave?”Studentssharetheirpredictions.Theteacherthensays:“Let‘sreadandfindoutifyourpredictionsarecorrect.”设计意图：用图片预测活动激发阅读兴趣，激活学生对“DIY可能遇到的问题”的背景知识，建立阅读期待，同时自然引出后续词汇学习。效果评价：观察学生能否根据图片做出合理预测，能否用简单英语表达预测内容。Activity3:Vocabularycheck—“DIYproblemorsolution?”Theteacherpresentskeyvocabularywithsimpledefinitionsandasksstudentstosortthemintotwocategories:“Problems”(powercut,pipe,mess)and“Solutions/Tools”(shelf,floorlamp,handyman).Studentsworkinpairstocategorizethewords.Theteacherconfirmsanswersandclarifiesanydifficulties.设计意图：通过分类任务帮助学生理解关键词汇，在“问题—解决方案”的框架中建立词汇之间的逻辑联系。效果评价：观察学生能否正确分类词汇并理解其含义。Ifstudentsstruggletoconnectthepictures,theteachercanguidethemwithquestions:“Whatisthepersondoingwiththebooks?Whathappenswhenthelightisinstalled?Whatisthewaterdoing?”While-readingActivity4:Skimforstructure.Studentsskimthearticlequicklyandanswer:“Whatisthearticleabout?WhathappenedtoAndrewatthebeginning?Whathappenedlater?”Studentsidentifythethree-partstructure:Andrew‘searlyfailures→hislearningprocess→hislatersuccesses.设计意图：训练略读获取主旨的能力，建立对文章“失败→学习→成功”结构的整体认知。效果评价：观察学生能否概括文章的三段结构。Activity5:Scanfordetails—sequencingtheevents.Studentsscanthearticleandputthesentencesinthecorrectorder(textbookexercise).Theyworkindividually,thencheckinpairs.Theteachercheckswiththewholeclass.Afterchecking,theteacherasks:“Whatdothefirstthreeevents(a,c,d)tellusaboutAndrew?Whatdothelastthreeevents(f,e,g)tellus?”设计意图：通过事件排序梳理Andrew的DIY成长轨迹，引导学生对比“过去”和“现在”的变化，理解坚持学习的重要性。效果评价：观察学生能否准确排序，能否说出Andrew前后的变化。Activity6:Readanddiscuss—comprehensionquestions.Studentsreadthearticleagainandanswerthetextbookquestionsinpairs.Theteacherfocusesthediscussiononthedeeperquestions:“WhydoesSuzysayAndrewisnotabornhandyman?Useanexampletoexplain.”“Inyouropinion,howcanweimproveourDIYskills?”“WouldyouliketotryDIY?Whyorwhynot?”设计意图：通过细节问答和开放性问题引导学生深入理解文本，从具体事例上升到品质归纳和个人观点表达。效果评价：观察学生能否从文中找到支撑信息，能否表达个人观点。Ifstudentsstrugglewiththeordering,theteachercanguidethemtolookfortimemarkers:“Once”,“Oneday”,“LastSaturday”.Post-readingActivity7:“WhatmadeAndrewimprove?”Studentsworkinpairstodiscuss:“WhatqualitieshelpedAndrewbecomegoodatDIY?”Studentsbrainstorm:“notgivingup”,“learningfrommistakes”,“readingbooks”,“takingcourses”,“practising”.Theteacherwritesthemontheboard.Studentsthenreflect:“Whichqualitydoyouthinkisthemostimportant?Why?”设计意图：引导学生从故事中提炼成功品质，建立文本与自身的联系。效果评价：观察学生能否从文中提取品质并表达个人看法。SummaryTheteacherasks:“WhatdidAndrewlearnfromhisDIYmistakes?”Studentssummarize:“Hedidn’tgiveup.Helearnedfromhismistakesandkepttrying.”Theteacherconcludes:“Makingmistakesispartoflearning.Theimportantthingistokeeptryingandkeeplearning.”设计意图：回顾故事核心信息——从错误中学习、永不放弃，强化单元主题。效果评价：观察学生能否概括Andrew的故事给我们的启示。HomeworkBasic:Readthearticlealoud2times.Completethesequencingexerciseifnotfinishedinclass.Finishthereadingcomprehensionexercisesintheworkbook.Extended:Write3sentencesaboutonequalityfromAndrew‘sstorythatyouthinkismostimportantforlearning.BlackboarddesignUnit4Hands-onfunReading(Period1):DIYmadeeasyAndrew’sDIYjourney:Past(failures):triedtoputinalight→powercuttriedtoputupapicture→waterpipe→floodedroomLearning:boughtbooks/tookanonlinecourseNow(successes):madeashelfforSuzymadeacoolfloorlampKeymessage:Mistakes→Learning→SuccessDon‘tgiveup!教学反思【Reading(1)】Activity5的事件排序任务帮助学生清晰梳理了Andrew的成长轨迹，但部分学生对“学习过程”这一中间环节理解不够，容易直接从“失败”跳到“成功”。后续可在排序完成后增加一个追问：“WhathappenedbetweenAndrew‘sfailuresandhissuccesses?Whatdidhedo?”引导学生关注“学习和坚持”这一关键过渡。教学设计【Reading(2)】Period3:Reading(2)Topic:DIYmadeeasyLearningobjectivesBytheendofthisperiod,studentswillbeableto:Analysethestructureofthearticleandidentifythewritingtechniquesused(contrast,examples).UsekeyvocabularyandsentencepatternstodescribeaDIYexperience.ApplylessonsfromAndrew‘sstorytotheirownlearningandDIYexperiences.TeachingfocusAnalysingthestructureofthearticle.UsingthetargetvocabularytodescribeDIYexperiences.TeachingdifficultyUsingpasttenseandtimemarkerstonarrateaDIYexperience.Expressingpersonalreflectionsonlearningfrommistakes.TeachingproceduresRevisionLead-inActivity1:“Twotruthsandalie—DIYedition.”TheteacherwritesthreesentencesontheboardaboutAndrew:(1)“Andrewcausedapowercutwhenhetriedtofixalight.”(2)“Andrewmadeabookshelfforhiscousin.”(3)“AndrewwasbornwithperfectDIYskills.”Studentsidentifythelieandexplainwhy.Theteacherthenasks:“Ifhewasn’tbornwithperfectskills,howdidhebecomegood?”Thisleadsintothelessonfocus.设计意图：用“两真一假”游戏快速激活学生对Andrew故事的记忆，通过辨析“天生技能”与“后天学习”的对比，自然聚焦本课时主题——学习过程与方法。效果评价：观察学生能否回忆故事情节并判断真假。PresentationActivity2:Structureanalysis—“Howtotellagrowthstory.”Studentsre-readthearticleandidentifythestructure:Introduction(whoAndrewis)→Pastfailures(examples)→Learningprocess→Presentsuccesses(examples)→Conclusion(whatAndrewthinksaboutDIY).Theteacherasks:“Whydoesthewriteruseexamplesoffailures?Whydoesthewritershowbothpastandpresent?”(Toshowcontrastandgrowth.)Theteacherwritesthestructureontheboard.设计意图：引导学生分析文章的“对比”结构——过去vs现在，失败vs成功，理解通过对比展示成长这一写作手法。效果评价：观察学生能否识别文章结构和对比手法。Activity3:Languagefocus—“DescribingDIYexperiences.”Theteacherwriteskeyvocabularyfromthearticleontheboard:“crazyabout”,“makeamistake”,“powercut”,“pipe”,“mess”,“shelf”,“catchone‘seye”,“impossible”.Studentsfindsentenceswiththesewordsanddiscusstheirmeanings.Theteacherasks:“Whichwordsdescribeproblems?Whichwordsdescribesuccess?”设计意图：聚焦核心词汇，通过分类（问题类vs成功类）帮助学生理解词汇的语用功能。效果评价：观察学生能否准确理解词汇含义并正确分类。PracticeActivity4:Sentencecompletion—completingtheblogpost(textbookexercise).StudentscompleteAndrew’sblogpostusingthecorrectformsofthewordsandphrasesinthebox.Theyworkindividually,thencheckinpairs.Theteachercheckswiththewholeclass.设计意图：在博客语境中巩固核心词汇的运用，实现从识别到运用的过渡。效果评价：观察学生填空的正确率，特别是固定搭配的使用（crazyabout,catchone‘seye,takeacourse）。Activity5:“FromAndrew’sstorytomystory.”Studentscompleteashortreflectioninpairs:“Andrewlearnedfromhismistakesby______.”“Icanlearnfrommymistakesby______.”“AmistakeImadeinlearning/DIYwas______.Ilearnedthat______.”Theysharetheirreflectionswithanotherpair.设计意图：将Andrew的故事与自身经历建立联系，深化主题意义理解。效果评价：观察学生能否将故事启示迁移到个人经验。ProductionActivity6:Mini-writing—“MyDIYorlearningstory.”Studentswriteashortparagraph(5-6sentences)aboutaDIYexperienceoralearningexperienceinwhichtheymademistakesandimproved.Theyshouldinclude:whattheytriedtodo,whatmistaketheymade,howtheyfelt,whattheydidtoimprove,andwhattheresultwas.Theyshoulduseatleastthreevocabularywordsfromthearticle.Theteacherwalksaroundandprovidesindividualhelp.设计意图：综合运用本课所学词汇、结构和“成长故事”叙事模式进行个性化书面产出。效果评价：观察学生能否运用过去时态叙述经历，能否使用本课核心词汇。Ifstudentsstrugglewithwriting,providesentencestarters:“Itriedto.../Atfirst,Imadeamistakebecause.../Ifelt.../Ididn’tgiveup.I.../NowIcan.../Ilearnedthat...”SummaryTheteacherasks:“WhatdidAndrewteachusaboutlearning?”Studentssharetakeaways.Theteacherconcludes:“Andrewshowsusthatskillsarenotborn—theyarebuiltthroughpractice,learning,andnotgivingup.Mistakesarepartofthejourney,nottheend.”设计意图：总结本课的核心启示——技能不是天生的，而是通过实践和学习获得的，错误是成长的一部分。效果评价：观察学生能否用自己的话概括故事启示。HomeworkBasic:ReviseyourDIYorlearningstoryandwriteacleancopy.Finishthevocabularyandgrammarexercisesintheworkbook.Extended:InterviewafamilymemberaboutaDIYexperiencetheyoncehad(successorfailure)andwrite3sentencesaboutit.BlackboarddesignUnit4Hands-onfun(ReadingPeriod2)Storystructure:Introduction→Pastfailures(examples)→Learning→Presentsuccesses(examples)→ConclusionWritingtechnique:Contrast(PastvsPresent)Keyvocabulary:Problems:makeamistake,powercut,messSuccess:catchone‘seye,shelf,impossible→possibleKeymessage:Skillsarenotborn—theyarebuiltthroughpracticeandlearning.教学反思【Reading(2)】Activity1的“两真一假”游戏有效激活了课堂氛围，学生参与度高，且能快速回顾上节课内容。后续可将此活动扩展为小组竞赛形式——每组编写关于Andrew的三个句子，其他组判断真假，进一步增加互动性和趣味性。Activity6的写作中，部分学生选择了DIY经历但细节不够具体。后续可在写作前增加“口头叙述”环节，让学生先口头讲给同伴听，在交流中丰富细节后再动笔。Grammar

&WordPower语篇研读主题和内容：Grammar板块包含两个语法项目。A部分围绕“祈使句”展开，通过Millie和Andy组装书架时的对话呈现祈使句的肯定形式（Let‘sput...、Pleasehand...、Makesure...）和否定形式（Don’tmixthemup.），并配有卡片制作指令写作练习和升降桌使用说明写作练习。B部分围绕“should和hadbetter”展开，通过Suzy和妈妈粉刷鸟箱时的对话呈现should/shouldn‘t和hadbetter/hadbetternot表建议的用法，并配有DIY建议匹配和写作练习。WordPower呈现前缀un-、in-、im-用于构成形容词反义词的构词法（如usual→unusual，complete→incomplete，polite→impolite），通过填表练习巩固运用。意义和价值：祈使句是描述制作步骤的核心句式，should/hadbetter是给出建议的重要表达，三个语法项目均与“指导制作”和“给出建议”的单元话题紧密相关。编者通过“DIY指导”这一真实语境，帮助学生在有意义的交流中感知和运用语法规则。方式和方法：A部分以对话为导入，通过规则归纳呈现祈使句的形式与功能，练习从句子填空到自主写作。B部分以对话为导入，通过规则归纳和匹配练习巩固should和hadbetter的用法，最后过渡到自主写作。WordPower以表格填空形式呈现，通过“形容词→反义词”转换练习帮助学生掌握构词法。教学设计Period4:Grammar&WordPowerTopic:Imperativesentences&Usingshouldandhadbetter&Theprefixesun-,in-andim-LearningobjectivesBytheendofthisperiod,studentswillbeableto:Discoverandsummarizetheformsandfunctionsofimperativesentences(affirmativeandnegative).Understandanduseshould/shouldn’tandhadbetter/hadbetternottogiveadviceaboutDIYandotheractivities.Understandtheprefixesun-,in-,im-andusethemtoformadjectiveswithoppositemeanings.TeachingfocusMasteringtheformsofimperativesentences(Let‘s...,Please...,Makesure...,Don’t...).Usingshould/shouldn‘tandhadbetter/hadbetternottogiveadvice.Usingprefixesun-,in-,im-toformoppositeadjectives.TeachingdifficultyDistinguishingbetweenthedifferentwaysofformingimperatives.Choosingthecorrectprefix(un-,in-,orim-)fordifferentadjectives.Usinghadbetterandshouldappropriatelyinadvice-givingcontexts.TeachingproceduresRevisionLead-inActivity1:“Simonsays—DIYedition.”Theteachergivessimpleinstructionsusingimperatives:“Standup.”“Raiseyourrighthand.”“Don’tsitdownyet.”Studentsfollowtheactions.Thentheteachersays:“Whenwegiveinstructions,weuseaspecialsentencetype.TodaywewilllearnhowtogiveinstructionsandadviceforDIYprojects.”设计意图：用“Simonsays”游戏让学生在动作体验中感知祈使句的形式和功能，快速激活课堂氛围，自然引出语法主题。效果评价：观察学生能否理解并执行指令，能否初步感知祈使句的特征。PresentationActivity2:“Givinginstructions—imperativesentences.”StudentsreadthedialogueinGrammarA.Theteacherasks:“Findthesentencesthattellpeoplewhattodoandwhatnottodo.”Studentsidentify:“Let’sput...”,“Pleasehand...”,“Makesure...”,“Don‘tmixthemup.”TheteachercompletestheWorkoutrulesontheboard:Westartasentencewiththebaseformofaverb→tellpeoplewhattodo.WeaddDon’tbeforeaverb→tellpeoplenottodosomething.WeoftenaddPlease→makeaninstructionmorepolite.WecanuseLet‘s→suggestdoingsomethingtogether.设计意图：通过对话发现祈使句的形式规则，归纳肯定、否定、礼貌和提议四种形式。效果评价：观察学生能否准确找出祈使句并完成规则填空。Activity3:“Givingadvice—shouldandhadbetter.”StudentsreadthedialogueinGrammarB.Theteacherasks:“WhatadvicedoesMumgiveSuzy?Findthesentences.”Studentsidentify:“Youshouldmixthepaintwell.”“Youshouldn’tgotoofast.”“We‘dbettercleanthebirdboxfirst.”“You’dbetternotgettoomuchpaintonthebrush.”Theteacherexplains:“Shouldandhadbetterarebothusedtogiveadvice.Shouldisstronger—itmeansit‘stherightthingtodo.Hadbetterismoreurgent—itmeansit’sagoodideaoritcouldbedangerousifyoudon’t.”设计意图：通过对话发现should和hadbetter的用法，理解两者的语义区别（should表“应该”，hadbetter表“最好”）。效果评价：观察学生能否准确找出建议句并理解其含义。Activity4:“Oppositesattract—prefixesun-,in-,im-.”StudentsreadtheWordPowertable.Theteacherasks:“Whatdounlucky,incorrect,andimpossiblehaveincommon?”(Theyallmean“not”.)Theteacherexplains:“un-isthemostcommon,in-goesbeforesomewords,im-goesbeforewordsstartingwithporb.”Studentscompletethetransformationexercise.设计意图：通过例词观察发现前缀的含义和规律，掌握un-/in-/im-的构词法。效果评价：观察学生能否正确使用前缀构成反义词。Ifstudentsconfuseshouldandhadbetter,theteachercanprovideasimplerule:“Shouldisforgeneraladvice—whatisright.Hadbetterisforspecificsituations—itisthebestchoicenow.”PracticeActivity5:Controlledpractice—completingtheinstructions(A1).Studentscompletetheflashcardsinstructionswiththecorrectimperativeformsfromthebox.Theyworkindividually,thencheckinpairs.Theteachercheckswiththewholeclass.设计意图：在卡片制作语境中进行控制性练习，巩固祈使句的用法。效果评价：观察学生填空的正确率，特别是否定形式“Pleasedon‘tgiveup”和肯定形式“Keeptrying”。Activity6:Controlledpractice—shouldandhadbettermatching(B).Studentsmatchtheadvicesituationswiththecorrectresponsesusingshould/shouldn’torhadbetter/hadbetternot.Theyworkindividually,thencheckinpairs.Theteachercheckswiththewholeclass.设计意图：在DIY建议语境中进行控制性练习，巩固should和hadbetter的用法。效果评价：观察学生能否正确选择should/shouldn‘t或hadbetter/hadbetternot。Activity7:Semi-controlledpractice—writinginstructions(A2).Studentswritesentencestoteachclassmateshowtousethenewheight-adjustabledesk,usingimperatives.Theyworkindividually,thensharewithapartner.设计意图：在真实校园情境中运用祈使句进行指令写作，实现从控制性到半开放性的过渡。效果评价：观察学生能否正确运用祈使句描述操作步骤。Ifstudentsstrugglewithwritinginstructions,theteachercanprovidesentencestarters:“First,press.../Then,adjust.../Don’tforgetto.../Makesurethat...”ProductionActivity8:“DIYInstructionsChallenge.”Studentsworkinpairs.EachpairchoosesasimpleDIYactivity(makingapaperplane,makingacupoftea,wateringplants,etc.)andwrites4-5instructionsusingimperatives(atleastoneDon‘t)and2piecesofadviceusingshould/shouldn’torhadbetter/hadbetternot.Theypresenttheirinstructionstoanotherpair,whofollowthem.设计意图：综合运用祈使句和should/hadbetter，在真实的“指导与被指导”语境中实现语法知识的整合运用。效果评价：观察学生能否正确运用多种句式给出清晰指令和建议。Ifpairsfinishearly,encouragethemtoadd“Please”tomaketheirinstructionsmorepolite.Summary

Theteacherasksquickquestions:“Howdowetellpeoplewhattodo?Howdowetellpeoplenottodosomething?Howdowegiveadvice?Whatprefixmeans‘not’?Whendoweuseim-insteadofin-?”Studentsanswerquickly.设计意图：快速回顾本课三个语法点的核心规则。效果评价：观察学生能否简洁准确地说出核心规则。HomeworkBasic:Finishthegrammarexercisesintheworkbook(imperativesentences,should/hadbetter).Extended:Write5instructionsforaDIYactivityofyourchoice(e.g.,makingasandwich,foldingapapercrane)usingimperativesandatleast2piecesofadviceusingshould/hadbetter.BlackboarddesignUnit4Hands-onfun—Grammar&WordPowerImperativeSentences:Do:Let’s.../Please.../Makesure.../[verb]...Don‘t:Don’t+[verb]...Polite:Please+[verb]Together:Let‘s+[verb]Advice:should+[verb](generaladvice)shouldn’t+[verb](adviceagainst)hadbetter+[verb](urgentadvice)hadbetternot+[verb](urgentadviceagainst)Prefixes(not):un-:usual→unusual,lucky→unluckyin-:correct→incorrect,complete→incompleteim-:possible→impossible,polite→impolite教学反思Activity8的“DIYInstructionsChallenge”活动有效整合了祈使句和should/hadbetter，但部分小组选择的DIY活动过于简单（如“drinkwater”），导致指令缺乏挑战性。后续可提供一份DIY活动参考清单（如“makeapaperhat”“makeafruitsalad”），引导学生选择更有内容的制作活动。IntegrationA-C语篇研读语篇A（扎染工艺介绍）主题和内容：该语篇为关于扎染（tie-dyeing）的简要介绍。扎染是一门拥有1500多年历史、在唐代最为流行的古老艺术。制作步骤包括：扭转布料并用线扎紧→染色→干燥后解开，扎住的部分保持原色，其余部分呈现不同颜色。如今云南部分地区仍使用传统扎染方法制作围巾、包包等产品。意义和价值：扎染作为中国传统手工艺，具有深厚的文化底蕴。文章呈现了清晰的操作步骤，与单元主题“动手的乐趣”高度契合，为后续听力（扎染工作坊）和写作（DIY经历）提供了内容和语言准备。方式和方法：文章采用“总—分”结构：第一段介绍扎染的历史地位，第二段详细说明制作步骤，第三段补充现代应用。使用连接词（First,Then,Whenitisdry）组织步骤说明。后附两个理解性问题。语篇B1（扎染工作坊——笔记填空）主题和内容：该听力材料为Amy在学校扎染工作坊中的经历分享，内容包括：扭转T恤各部分并用线扎紧→放入蓝色染料碗中→在染料中移动数分钟→取出在阳光下晾干→解开线看到图案。意义和价值：听力内容与阅读语篇（扎染介绍）形成“步骤概述→具体操作”的互补关系，帮助学生进一步理解扎染的具体操作方法，积累描述DIY步骤的语言素材。方式和方法：讲话为正式口语体，按时间顺序展开。后附笔记填空任务，训练学生抓取关键步骤信息的能力。语篇B2（在家制作东西——笔记填空）主题和内容：该听力材料为Amy和James谈论在家制作东西的经历。Amy喜欢学习新菜谱和制作东西——做中餐、为宠物做可爱衣服；James喜欢制作东西——为蜜蜂做了鸟箱和小房子、有时修理父母的电脑。意义和价值：通过两位同龄人的分享，展示DIY活动的多样性（烹饪、缝纫、木工、修理），帮助学生拓宽对“动手”的理解，为口语讨论和写作提供更多素材。方式和方法：对话为日常口语体，采用问答交换信息模式。后附笔记填空任务，训练学生抓取关键细节的能力。语篇B3（Amy的博客——计划填空）主题和内容：该语篇为Amy将B1和B2的信息整合成的博客文章。内容涵盖三个部分：首先介绍扎染（传统工艺、材料、步骤），接着列举其他DIY活动（烹饪、为宠物做衣服、